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Remote Learning Insights:
Technology
When evaluating the technology discussion, we found three dominant topics:
- Equity of access;
- Blended learning strategies; and
- Number of online platforms.
Simplify: Multiple vs. One Online Platform
One of the biggest complaints from parents and teachers alike, is the need to search for information across multiple platforms. A former teacher, now charged with daily supervision and instruction for her elementary-aged grandchildren, describe it in the following way, “Each teacher used a different format: Google classroom, InClass, Classworks, etc. so it was like an Easter egg hunt to find all the assignments.”
This is not a unique complaint. While we acknowledge that each platform has its unique advantages, consolidation of online materials into a single location provides many advantages, especially for parents, guardians, and students trying to keep track of all the required tasks. If consolidation into a single platform is not possible, an easily navigable central location—with direct links to other platforms—can be very helpful.
This is not a unique complaint. While we acknowledge that each platform has its unique advantages, consolidation of online materials into a single location provides many advantages, especially for parents, guardians, and students trying to keep track of all the required tasks. If consolidation into a single platform is not possible, an easily navigable central location—with direct links to other platforms—can be very helpful.
Blended Learning:
Flipping the Paradigm to Maximize Engagement and Equity
Blended-learning refers to a mixture of online and in-person instruction, as well as student work. While there is much uncertainty around the specific instructional format for the 2020-2021 school year, nearly every school district is planning to implement at least some in-person instructional time. Given that assumption, this next section assumes that the typical instructional format will include in-person sessions, live-online sessions, and “independent” student sessions (these can be online or offline, but do not include real-time interaction with a teacher).
Traditional blended learning approaches suggest that teachers use online time for direct instruction (either live-online or an independent session as described above), and then in-person time for collaborative discussion and group work. However, traditional blended learning approaches also assume the following:
Conversely, the current situation forced everyone to adopt a blended learning strategy where the following is true:
Reports from the spring suggest that teachers not only experienced trouble with student attendance for online direct-instruction, but also with low engagement levels when students did attend online. Not only does this suggest that online-direct instruction presents significant engagement challenges (more on that next week), but the low or variable attendance points to a significant inequity issue.
Given the unique situation we find ourselves in, we suggest flipping the blended learning approach such that:
Traditional blended learning approaches suggest that teachers use online time for direct instruction (either live-online or an independent session as described above), and then in-person time for collaborative discussion and group work. However, traditional blended learning approaches also assume the following:
- Reliable access to technology and high-speed Internet either at home or in the classroom;
- A deliberate choice by parents and teachers to adopt some amount of online learning vs. it being a need dictated by external circumstances; and
- Time and opportunity for students and teachers to develop and hone their online skills before they need to rely on them as a method for receiving and delivering direct instruction.
Conversely, the current situation forced everyone to adopt a blended learning strategy where the following is true:
- Online portions must be done at home regardless of technology access or availability;
- Teachers and parents are forced to adopt this protocol and might not have the bandwidth to support young learners; and
- There is little or no opportunity for online training for students, teachers, and parents.
Reports from the spring suggest that teachers not only experienced trouble with student attendance for online direct-instruction, but also with low engagement levels when students did attend online. Not only does this suggest that online-direct instruction presents significant engagement challenges (more on that next week), but the low or variable attendance points to a significant inequity issue.
Given the unique situation we find ourselves in, we suggest flipping the blended learning approach such that:
- In-person class time is used to provide direct instruction and to begin assignments;
- Live-online time is used for collaborative discussion and lesson/assignment related Q&A; and
- Independent student time is used for individual writing, student-directed exploration, and assignment completion.
Why the flip?
Based on the differences in these external constraints, we suggest teachers use in-person class time for direct instruction and to clearly set goals and expectations for live-online and independent at-home activities. While the uncertainty around in-person class time and the overall reduction in time for direct instruction present challenges to this approach, we believe it greatly improves student engagement and equity. We’ll discuss both of these in detail next week.
The Twin Challenges of Access and Equity
The issues of access and equity have been top of mind for most educators since schools closed their doors in early Spring with questions like, “How can we support our students who don't have reliable online access?” Or, “How do we support our special needs students who count on the daily 1-on-1 interactions?”
Unfortunately, we don't have easy answers to these questions. Much is written on the subject of broader access to technology (devices and internet), and indeed many districts are devoting a large proportion of their CARES Act funding to ensuring all their students have the access to hardware and Internet they need.
While those efforts are 100% necessary, we also suggest implementing a low-tech solution—printed packets. Although printed packets of materials may seem “old school,” elementary students are familiar with them and they can work on them anywhere. In March and April, many districts did not have the time, or bandwidth, to figure out how to get hands-on materials to their students. This is understandable. Looking forward, now is the time to include printed lesson packets in planning and budgeting efforts so school districts are not exacerbating the challenges for families already struggling with access to resources.
Unfortunately, we don't have easy answers to these questions. Much is written on the subject of broader access to technology (devices and internet), and indeed many districts are devoting a large proportion of their CARES Act funding to ensuring all their students have the access to hardware and Internet they need.
While those efforts are 100% necessary, we also suggest implementing a low-tech solution—printed packets. Although printed packets of materials may seem “old school,” elementary students are familiar with them and they can work on them anywhere. In March and April, many districts did not have the time, or bandwidth, to figure out how to get hands-on materials to their students. This is understandable. Looking forward, now is the time to include printed lesson packets in planning and budgeting efforts so school districts are not exacerbating the challenges for families already struggling with access to resources.
Key Take-Aways
- Use in-person time for direct instruction. Use live-online time for collaborative discussions. Use independent time for writing-based activities and student-directed exploration.
- Where possible, support online learning with physical materials.
- If possible, consolidate online information into the fewest number of platforms possible.
Week 2: Student Engagement
Week 3: Family and Teacher Support
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